Learn in a way that

makes knowledge
your own, rather than
repeat someone elses
information

Summative Assessment
-are commonly done as tests or
projects and such, but they
should be done frequently ( not
just at the end of a unit) as well
as students should be able to
express themselves in different
ways throughout them.

-Assessment mirrors learning

goals.

When you starts measuring

Assessment, Grading and
somebody, measure him right, Differentiation
child, measure him right. Make -Assess what really matters
sure you done take into account
what hills and valleys he come
most in a unit and to the
ASSESSM
ENT AND
student.
through before he got to
wherever he is.
-Use backwards design, making
students aware of the STUDENT
-Lorraine Hansberry, A Raisin in
the Sun
ASSESSMENT
AND STUDENT
SUCCESS
SUCCESS
Tomlinson, Carol
Instructional Strategies:
Ann; Moon, Tonya
-Graphic Organizers R. (2013).
Assessment and In a Differentiated
-Independent Projects Student Success in Classroom
a Differentiated
-Small Group Instruction Classroom.
Retrieved from
Authors: Carol Ann
http://www.eblib.c Tomlinson & Tonya R.
 -Interest Centers
-Tiered Assignments
Teaching up communicates
clearly that everyone in the class
is worthy of the best curriculum
the teacher knows how to create.
Teaching Up
Is it best to plan for students
at an average or grade-
level start, than differentiate
by making some tasks easier?
OR
Perhaps it is best to start with
work for students who struggle,
then enrich tasks for your
advanced learners.
Have you tried Teaching
UP?
Plan lessons around your
3 Fundamental Attributes
for Implementing
Curriculum.
1. Clear Goals for students
Learning
2. Student understanding of
important content (vs
memory of content).
3. Engage students in the
process of learning.
The term assessment
derives from the Latin
assidere, meaning to sit
beside. G.
Wiggins
WHEN, WHAT and WHY of
Assessment:
WHEN: before, during and after a
unit
WHAT: Readiness, interest and
learning profile
The only man who behaved sensibly,
was my tailor; he took my
measurements anew every time he
saw me, while all the rest went on
with their old measurements and
expected them to fit me. George
Bernard Shaw
Pre-Assessment
-Informal Assessment: Talking
with students about interests and
comfort levels.
-Be clear on: Critical vocabulary,
significance, and content skills.
-Tools: Hand signals, KWL charts,
Response Cards and Informative
conversations
Ongoing Assessment
-When formative assessment
takes center stage, creates a
community of learners.
-Create a teaching-practice-
feedback cycle

advanced students, then
differentiate by providing
support that enables the
range of less advanced
learners to work successfully
with the advanced-level task.
WHY: Of Instruction- summative -Effective Feedback Attributes:
clear, builds trust, user-friendly,
For Instruction-addressing specific, focused, differentiated,
students area of proficiency and
timely, and invites follow up.
area of need.
As Instruction- Student and peers
goals and feedback.